International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), October 2017, Vol.4, No.2 (Special Issue)
39 IJSSES
Gauging the Association of Employability Skills and Being Employable
among Students
Fayeq Ali Ali1
Ishik University, Department of Business and Administration, Erbil, Iraq
Correspondence: Fayeq Ali Ali, Ishik University, Department of Business and Administration, Erbil,
Iraq. Email: [email protected]
Received: July 28, 2017 Accepted: September 23, 2017 Online Published: October 1, 2017
doi: 10.23918/ijsses.v4i2sip39
Abstract: The current study is to measure the employability skills of students and to assess how
employability skills are perceived in higher educations. Three sets of employability skills have been used
such as Basic Academic Skills, Personal Qualities and High-Order Thinking. A questionnaire has been
developed and distributed among students in universities, Erbil, Kurdistan. Respondents’ opinions were
assessed using a Likert scale analysis that shows opinions between two extremes of levels of agreement and
disagreement. The current study focuses on the employability skills of students by evaluating the courses
they have been taken. Study find out that communication skills, team working skills, computer skills, and
critical thinking were among the employability skills which are expected by potential employers. The paper
concludes that students have developed an adequate level of employability skill through Basic academic
Skills and Personal Qualities leading to High Order Thinking.
Keywords: Basic Academic Skills, Personal Qualities, High Order Thinking, Employability Skills, Graduate
1. Introduction
Students study for long years from school education to university for acquiring knowledge. The
university education for four years equips a student with many skills like academic, personal,
communication, leadership, decision making, creative thinking, self-management, time management,
self-motivation etc. The current research is based on literature explaining different dimensions of
students learning in the building up process of their career. Employability is a set of achievements, skills,
understandings and personal attributes that make graduates more likely to gain employment and be
successful in their chosen occupations, which benefits themselves, the workforce, the community and the
economy, employability is not only essential qualities of the new graduate. It should continually be up-
to-date all through a man's working life (Yorke, 2006). Employability skills are generally divided into
three skill sets; 1. Basic academic skills such as reading, writing, science, math, oral communication, and
listening; 2. High order thinking skills such as learning, reasoning, creative thinking, decisions making,
problem-solving; 3. Personal qualities such as self-confidence, self-control, social skills, punctual and
efficient, self-directed, self-motivated and self-management these skills can be reachable by using a
democratic approach. For example, teachers and parents should be good models. Students have
opportunities to study and learn the place of work behavior that labor markets require. These ways
increase student’s knowledge of values, attitudes and work responsibilities (Robinson, 2000). The
International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), October 2017, Vol.4, No.2 (Special Issue)
40 IJSSES
High-Order Thinking
purpose of the employability skills is to develop skills and knowledge of new students who want to
develop and get a better job. Employability means the development of skills and adaptable workplaces in
which all those capable of work are encouraged to develop the skills, knowledge, technology, and
adaptability to enable them to enter and remain in employment throughout their working lives. The study
focuses more on the employability skills, what students should gain from the courses and how these
skills can be matched with the market.
1.2 Research Objectives
To accomplish the research task based on the research problem formulated based on the broader view of
research problem from the varied researcher varying point of view in the area. So the study is
concentrated on the following research objectives explained below:
To measure the importance of Basic Academic Skills among university students.
To know the acceptance of Personal Qualities among university students.
To measure the level of relationship of Basic Academic Skills and Personal Qualities with High
Order Thinking.
1.3 Conceptual Model
Gauging the Association of Employability Skills and Being Employable Among Students
1.4 Hypothesis
H1: Students Basic Academic Skills are not affecting the High Order thinking to be employable.
H2: Students Personal Qualities do not have any relation with the High Order thinking to be employable.
2. Literature Review
Employability skills are not only the basic skills essential for receiving, maintaining, and doing well on a
job, but also are attributes of employees that make them an advantage to employers. Employability skills
are generally divided into three skill sets; 1.Basic academic skills 2. High order thinking skills 3.Personal
qualities (Robinson, 2000). The following are the top ten skills that employers seek for them, companies
Personal Qualities H 2
Basic Academic Skills H 1
International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), October 2017, Vol.4, No.2 (Special Issue)
41 IJSSES
which look for such skills are Microsoft, Target Jobs, the BBC, Prospects, and other organizations. Ten
skills are verbal communication, teamwork, commercial awareness, analyzing and investigating, self-
motivation, drive, writing communication, planning and organization, flexibility and time management
(University of Kent, 2016). It will be a mistake if we say that employability is about finding a job.
Employability is about creating the link between study, student or individual’s development and their
activities which direct individuals’ ability to find, keep and be successful in their chosen job. Also in his
study Yabut (2009) stated that in universities curriculum there are clearly benefits to students in the
employment market, it is related to any student studying for their own personal development, by being
aware of their capabilities which they are looking for. The employability motivation in advanced
education raises a scope of issues for college staff working in basic branches of knowledge. The venture
represent in this article has tried to add to those endeavors. In addition, the educational approach created
in this article has striven to uncover that explaining understudies with issues identifying with graduate
business does not require the fracture of information into agreeable and basic models, and the
consequent elimination of the previous. The basic hypothesis is a field of political reviews with abundant
basic assets to casing issues identifying with graduate work that test less basic employability strategies
(Ashe, 2012). The concept of employability provides a useful framework for examining general and
urban labor markets and related rules in a range of different. A narrow supply-side view of employability
skills and attributes can help to identify relevant sets of skills and policies for certain people in particular
circumstances. However, a broader concept of employability also allows the additional consideration of
vital demand, personal circumstances and other factors that influence the employability of people in a
particular labor market, or at a particular time, and so are fundamental to those people gaining or
changing employment (McQuaid & Danson, 2005). Together students and managers revealed
preferences for "real courses were taken" and "subject important courses taken." However, huge varieties
were additionally seen amongst students and supervisors. For example, from one viewpoint,
administrators organized skills, such as "subject learning," "applying information," "listening
successfully," "broadness of information," "working securely," "appreciates provokes," "self-
administration," and "being very much prepped"; then again, students favored abilities like "capacity to
fill in as a group inventor," "basic reasoning capacity," "judgment capacity," "complex critical thinking
abilities," "arrangement capacity," "quality of reference," "sort of college," and "picture of the college."
The review additionally observed that businesses esteemed the "Specific Communication Skill"
measurement of the scale most; while, understudies had an inclination for the "Generic Skill" dimension
(Chowdhury, 2016). Students’ voice stays missing from the employability motivation for advanced
education in the UK. Understudies themselves ought to be consistently informed about advanced
education approach and practice. The British government ought to notice understudies' subjective
reflections on educating, learning and work. The information from graduates and understudies inside this
examination proposes that these exploration members understood that getting to be and staying
employable is supported with disparity. The main employability talk covers these issues of social equity.
The exploration discoveries suggest that the missing voice might be intentionally gone (Higdon, 2016).
Examination sets up the part of communication education in employability by deciding how businesses
of graduates view correspondence, recognizing interpersonal abilities that businesses see as relevant, and
setting up whether these skills are incorporated into correspondence courses. To accomplish these points,
nearby organizations were studied, and the outcomes were contrasted (Clokie, 2016). Hillage and Pollard
model of employability can be thought of. The proof displayed proposes that the procedures of
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ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), October 2017, Vol.4, No.2 (Special Issue)
42 IJSSES
enrollment, preparing, work arrangement, utilization, post-business support and occupation maintenance
all include covering sets of social and ranked relations that differ amongst areas and parts, as well as
inside them too. These relations definitely include issues of force, assets, basic leadership and duty. As
such, it might be more productive to consider employability in social, as opposed to individual, terms
and in doing as such to perceive that all gatherings in the condition have a commitment to make in
giving the conditions where it can prosper (Gore, 2005). The decent variety of business results and
difficulty of the graduate work condition in the media ventures presents noteworthy difficulties for the
look into expertise improvement in undergrad media courses. All things considered, subjective input
from graduates can furnish instructors with precious bits of knowledge on how they can address this
difficulty (Michael & John, 2016).
Anne and Ann (2008) stated that Influencing employability to work is a mutual obligation. In their view,
it must include a wide range of work present members and partners over a scope of levels and areas past
the individual representative and independently employed laborer. These include managers and
directors, unions, different manager associations, local advancement organizations and central and
neighborhood government arrangement producers. Making and managing employability raises sensitive
issues about how much we acknowledge and make conceivable the dubious parts of the new economy.
We build furthermore, control ourselves, and take an interest in work associations, systems, unpaid and
minimal paid positions since we trust that we can control our business results by controlling our conduct
and connections (Smith, 2010). Cappelli (2015) suggest that the view that rises up out of these
contentions is that the duty regarding building up the abilities that businesses need has been exchanged
from the business to the activity searchers and schools. Such an exchange of duty would be significant in
its suggestions. Schools, in any event as customarily imagined, are not suited to sorting out work
involvement, the key trait that businesses need. Nor are they essentially great at showing work-based
abilities. The impact is strong crosswise over different demonstrate determinations and in its size
substantively important. While this impact could be normal in view of the writing breaking down target
chance components, the primary commitment of this article is to point to the communication between the
subjective likelihood of losing one's activity and employability. In spite of the fact that employability is
at the focal point of the flexicurity banter in Europe, its part in forming welfare state inclinations has not
been dissected up until this point (Marx, 2014). Robles (2012) explained in his investigation that the
main 10 delicate abilities assets by business administrators. Despite the fact that the majority of the
delicate abilities seem vital, not all are seen by business administrators to be similarly critical. This
examination found that correspondence, honesty, and affability are the most vital relational aptitudes for
victory. Delicate abilities are basic in the present working environment and ought to be seen as a
speculation. Despite the fact that relational aptitudes are basic for managers, many employment
candidates and current workers in business don't have satisfactory relational aptitudes. Associations need
to prepare current workers to upgrade their delicate abilities. Despite the fact that we see many
difficulties, we additionally have numerous chances to get ready business understudies for the present
workforce. Business teachers need to comprehend the significance of relational abilities for their
understudies and incorporate delicate aptitudes in their educational programs. Instructional techniques
and strategies can be connected in the classroom to improve relational abilities. Delicate abilities and
hard aptitudes ought to be incorporated to make a balanced business graduate. Additionally inquire about
is expected to ponder relational aptitudes and decide whether other delicate abilities are esteemed as
imperative as the qualities found in this investigation. Self-duty, the possibility that understudies have a
International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), October 2017, Vol.4, No.2 (Special Issue)
43 IJSSES
key part in deciding their own prosperity amid furthermore, after college, is featured. The two most
compelling elements in self-saw employability, entry-level position involvement, and self-guided
profession conduct that expect understudies to take a gander at alternatives and settle on positive choices
about what they will do next. Self-overseeing singular conduct brings about expanded impression of
self-employability and, thus, an improved probability of progress and the extension of work openings
(Eivis et al., 2014). Regardless of these limitations, the discoveries give knowledge about the
significance of and degree to which choosing social aptitudes are educated as seen by a national example
of experts giving progress administrations. In spite of the fact that the execution of esteemed social
talents is related with positive work results, there is restricted research about skills that are as of now
esteemed by instructors. The discoveries from the present show that there was a solid consensus among
the respondents in regards to the significance of a center arrangement of social talents. Curiously, the
skills saw to be the most vital were not the talents that were educated. Seen significance of an ability
might be one of the deciding variables when arranging and giving guideline (Martin et al., 2016).
3.1 Methodology
The core objective to conduct the study is to discover employability skills among students. Research
questionnaire is constructed on the basis of standardized measurement instruments and filled through
personal visit to the students and online. Research population was aimed to find out employability skills
among students’ universities in Erbil, Kurdistan. For sampling, researcher used random approach among
second, third and fourth grade and graduated students, for the graduate students sample was around 50
students. Response rate, researcher distributed 320 questionnaire in the universities in Erbil and he
expected to get 250, but in the end he got 195 of fulfilled questionnaire, also for getting the respond rate
from graduated students on 2015 he expected to get 40 responses but he got 27 responses via online
approach.
Table 1- Reliability Tests
Cronbach’s Alpha
N of Items
.781 16
Table (1) shows the reliability test of the study. Cronbach alpha (α) scale has been used to check the
reliability of adopted construct.
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ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), October 2017, Vol.4, No.2 (Special Issue)
44 IJSSES
Table 2- Correlations Analysis
Correlations
Basic academic
skills
Personal
qualities
High order thinking
Basic academic
skills
Pearson Correlation 1 .416**
.549**
Sig. (2-tailed) .000 .000
N 222 222 222
Personal qualities
Pearson Correlation .416**
1 .453**
Sig. (2-tailed) .000 .000
N 222 222 222
High order
thinking
Pearson Correlation .549**
.453**
1
Sig. (2-tailed) .000 .000
N 222 222 222
**. Correlation is significant at the 0.01 level (2-tailed).
In table (2) Pearson’s correlation analysis were tested to the connection (whether positive, negative or no
relationship) between two dependents variable such as Basic Academic Skills and Personal Qualities and
independent variable of High Order Thinking. Pearson correlation value (r) ranges between -1 to 1. If the
value of Pearson correlation is r=1 then it shows a perfect positive linear relationship between variables,
r=0 shows no relationship between variables and if the Pearson correlation value r=-1 depicts the perfect
negative linear relationship between variables. A highly positive and significant relationship has found
between dependents and independent variable.
Table 3- Demographic analysis
Items Frequency Percent
Gender Male 124 55.9
Female 98 44.1
Marital status Single 195 87.8
Married 26 11.7
Divorced 1 .5
Education level Graduated 27 12.2
2nd
grade 59 26.6
3rd
grade 72 32.4
4th grade 64 28.8
Profession Employed 18 8.1
Self-employed 18 8.1
Part-time 15 6.8
Unemployed 170 76.6
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Monthly household income in
USD
Less than $500 10 4.5
$500-$800 41 18.5
$800-$1200 45 20.3
$1200-$1500 41 18.5
$1500-$2000 38 17.1
More than $2000 47 20.8
Total 222 100
Table 4- Items Data Analysis
Parameter Frequency Percent
The courses which
have been taught in the
department were
structured in a way that
increased my technical
skills
Strongly Disagree 7 3.2
Disagree 20 9.0
Neutral 59 26.6
Agree 63 28.3
Strongly Agree 73 32.9
The courses which
have been taught in the
department developed
my reading and writing
skills
Strongly Disagree 0 0.0
Disagree 44 19.8
Neutral 69 31.1
Agree 67 30.2
Strongly Agree 42 18.9
The courses which
have been taught in the
department helped me
to make improvement
in my acquisition of
my language
Strongly Disagree 8 3.6
Disagree 21 9.5
Neutral 61 27.5
Agree 70 31.5
Strongly Agree 62 27.9
The courses which Strongly Disagree 15 6.7
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have been taught in the
department developed
my ability to interact
with diverse groups of
people orally
Disagree 26 11.7
Neutral 56 25.3
Agree 73 32.9
Strongly Agree 52 23.4
The courses which
have been taught in the
department developed
my reasoning skills
Strongly Disagree 0 0.0
Disagree 35 15.3
Neutral 58 26.1
Agree 67 30.2
Strongly Agree 63 28.4
The courses which
have been taught in the
department enhanced
my communication
skills
Strongly Disagree 0 0.0
Disagree 36 16.2
Neutral 55 24.8
Agree 57 25.7
Strongly Agree 74 33.3
The courses which have
been taught in the
department helped me
and improved my
understanding of
businesses locally and
internationally
Strongly Disagree 22 9.9
Disagree 30 13.5
Neutral 56 25.2
Agree 61 27.5
Strongly Agree 53 23.9
The courses which
have been taught in the
department enhanced
my teamwork skills
Strongly Disagree 7 3.1
Disagree 26 11.7
Neutral 84 37.8
Agree 60 27.0
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Strongly Agree 45 20.3
The courses which
have been taught in the
department helped me
in achieving
organizational skills
Strongly Disagree 11 4.9
Disagree 28 12.6
Neutral 70 31.5
Agree 73 32.9
Strongly Agree 40 18.0
The courses which have
been taught in the
department provide
leadership on how to
become a competent
specialized
Strongly Disagree 0 0.0
Disagree 45 20.3
Neutral 61 27.5
Agree 71 32.0
Strongly Agree 45 20.3
The courses which
have been taught in the
department helped me
to know legal and
ethical issues
Strongly Disagree 14 6.3
Disagree 30 13.5
Neutral 63 28.4
Agree 58 26.1
Strongly Agree 57 25.7
The courses which
have been taught in the
department developed
my ability to relate
theory to practice
Strongly Disagree 13 5.9
Disagree 32 14.4
Neutral 76 34.2
Agree 64 28.8
Strongly Agree 37 16.7
The courses which
have been taught in the
Strongly Disagree 0 0.0
Disagree 44 19.8
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department’s
homework and lectures
helpfully
complemented one
another in a way that
enhanced my ability to
think creatively
Neutral 76 34.2
Agree 65 29.3
Strongly Agree
37 16.7
The courses which
have been taught in the
department increased
my learning skill
Strongly Disagree 17 7.6
Disagree 35 15.7
Neutral 67 30.2
Agree 65 29.3
Strongly Agree 38 17.1
The courses which
have been taught in the
department helped me
in identifying and
solving problems
Strongly Disagree 19 8.5
Disagree 34 15.3
Neutral 58 26.1
Agree 53 23.8
Strongly Agree 58 26.1
The courses which have
been taught in the
department give me
better insight into the
decisions making
Strongly Disagree 21 9.4
Disagree 20 9.0
Neutral 39 17.6
Agree 64 28.8
Strongly Agree 78 35.1
Total 222 100
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Table 5- Regression Analysis having Independent Variable- basic Academic Skills and Dependent
Variable- High order Thinking
Table 5 shows the regression analysis taking Basic Academic Skills as independent variable, and High
Order Thinking as the dependent variable. The model summary table is showing the value of R
(correlation coefficient) is 0.549, R Squared (the effect of independent variable on the dependent
variable) is 0.302. It shows basic Academic Skills is having 54% of association with High Order
Thinking. Further basic academic learning has 30% effect on High Order Thinking.
Model Summary
Model R R Square Adjusted R Square Std. Error of the Estimate
1 .549a .302 .298 .46147
a. Predictors: (Constant), Basic Academic Skills
ANOVAa
Model Sum of
Squares
df Mean
Square
F Sig.
1
Regression 20.224 1 20.224 94.970 .000b
Residual 46.849 220 .213
Total 67.073 221
a. Dependent Variable: High Order Thinking
b. Predictors: (Constant), Basic Academic Skills
Coefficientsa
Model Unstandardized
Coefficients
Standardized
Coefficients
t Sig.
B Std. Error Beta
1
(Constant) 1.667 .208
8.010 .000
Basic
Academic
Skills
.541 .056 .549 9.745 .000
a. Dependent Variable: High Order Thinking
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Table 6- Regression Analysis having Independent Variable- Personal Qualities and Dependent
Variable- High order Thinking
Table 6 shows the regression analysis taking Personal Qualities as independent variable, and High Order
Thinking as the dependent variable. The model summary table is showing the value of R (correlation
coefficient) is 0.453, R Squared (the effect of independent variable on the dependent variable) is 0.206.
It shows Personal Qualities is having 45% of association with High Order Thinking. Further Personal
Qualities skill has 20% effect on High Order Thinking.
Model Summary
Model R R Square Adjusted R Square Std. Error of the Estimate
1 .4
53a
.206 .202 .49216
a. Predictors: (Constant), Personal Qualities
ANOVAa
Model Sum of
Squares
df Mean Square F Sig.
1
Regression 13.784 1 13.784 56.906 .000b
Residual 53.289 220 .242
Total 67.073 221
a. Dependent Variable: High Order Thinking
b. Predictors: (Constant), Personal Qualities
Coefficientsa
Model Unstandardized
Coefficients
Standardized
Coefficients
t Sig.
B Std. Error Beta
1
(Constant) 2.454 .165
14.882 .000
Personal
Qualities .350 .046 .453 7.544 .000
a. Dependent Variable: High Order Thinking
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4.1 Conclusion
The purpose of the current study is to measure the effect of Basic Academic Skills and Personal
Qualities on the High Order Thinking of universities’ students. Employability skills are essential
qualifications that determine the job seekers chances in getting hired. Employability skills are essentially
transferable skills and required skills that employers seek in a potential employee such skills and
qualifications are, ability to communicate clearly, team-work, interpersonal skills, technical skills like
computer skills, thinking critically, planning, organizing, self-motivation, high sense of integrity,
initiation all these qualities make new candidate or new graduate to gain and develop further on the
career path. Research objectives set as to measure the importance of Basic Academic Skills among
university students, to know the acceptance of Personal Qualities among university students, to measure
the level of relationship of Basic Academic Skills and Personal Qualities with High Order Thinking
could get reached having the data analysis. Hypothesis conceptualized for the study also get analyzed
where both concepts are getting accepted strongly. Employability skills can be taught in courses, but also
they need much more effort and understandings of the fields which students have interest in it. In this
study, a self-administrative questionnaire has been developed based on three categories, Independents as
Basic Academic Skills and Personal Qualities and dependent variable as High-Order Thinking. The
degree of skills could be gained among students through courses in the universities which have been
shown in the data analysis table-4. So the analysis shows that there is a positive relationship between the
dependent variable (High Order Thinking) and independent variables (Basic academic Skills and
Personal Qualities).
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